TPACK Game Project Directions Each learning team will choose three random cards – one with a pedagogy (teaching method), one with a content area, and one with a technology. Students will work in their learning teams to brainstorm a lesson plan that effectively incorporates all three elements. When writing the lesson plan, either use the standardized JPTAAR Format or a narrative noting subject, grade level, curriculum standards and objectives, materials (including the technology needed), procedures and assessment strategies. Completed work will be posted and shared via the class wiki. In addition to the lesson plan (worth 16 points), students will read the other teams’ lesson plans on the wiki and reflect on what level of technology integration they feel the lesson exemplifies AND write about how the lesson could be revised/modified to raise the level in a brief reflection paragraph via the comment section on the wiki (worth 4 points).
Museum-based learning occurs in an information-rich environment and involves object-based and hands-on learning.
Topic: DNA-- the parts of it and what they do
State Goal and Objectives: The students will investigate how traits are inherited and passed on from one generation to another (state standard)
The student will explain how a genetic trait is determined by the code in a DNA molecule.
definition of gene (a segment of DNA that codes for a protein or RNA)
sequence of nitrogen bases directing protein formation (role of DNA, mRNA, tRNA, rRNA)
proteins determine traits
Lesson Objectives: Students will recognize the parts of DNA and understand their purposes.
Materials: models (gumdrops, toothpicks) computers with MS paint (or equivalent) software textbooks projector and internet connection
Warm-up: Previously, students completed the “know” and “wonder” sections of a KWL chart. Then, they made a trip to Maryland Science Center where they listened to an interactive lecture on DNA. As a warm-up, students should complete the “learn” section and share their responses.
Activities: * The students watch a short video clip: __http://www.youtube.com/watch?v=l-hrLs03KjY&feature=related__ by Dr. Nguyen Thanh Cong working at the Agricultural Genetics Institute in Hanoi, VIETNAM This video will reinforce the knowledge they gained on their trip to the Maryland Science Center.
* The teacher should ask, “what new information did you learn? How was the video different than what you learned at the science center yesterday?”
* Transition: “Now that we’ve seen several other people’s interpretations of DNA, we are now going to make our own models of DNA”
* The students will work in teams of three to construct three-dimensional models of a strand of DNA using the gumdrops and toothpicks based upon what they remember.
* The different teams will examine each other’s models.
* Students will use MS Paint (or an equivalent software program) to draw the DNA models they have just created. Students will label each part of the DNA structure and explain its purpose in relation to the others. Students may refer to their textbooks and other materials.
Assessment: Drawing and explaining the roles of the parts of DNA is the formative assessment that the teacher will use to assess the students’ knowledge and understanding of the parts of a strand of DNA. If the teacher finds more foundational knowledge is required, he/she will provide it, otherwise, the class will continue on to the next lesson. This lesson will be assessed on the summative assessment. The students will be provided with a drawing of the DNA model and they will be asked to label the parts and their functions.
Assignment: Using their KWL charts and other resources, students should write and revise a formal paragraph about what they have learned about DNA. The paragraph should include the parts of the DNA structure and their functions. This will be due the following class period.
Group 2 Clown Fish Group: Clown Fish – Nicole Carlson, Jessica Maurer, Michael Dennison Lesson Plan Date: July 20, 2011 Subject: English- Vocabulary/Spelling Grade Level: 8th Grade
Rationale for Lesson: This lesson will provide students with critical thinking skills. Students will be forced to look beyond the reading and examine words they are unfamiliar with in an effort to explain the words to their classmates. A web-based discussion group (class facebook group) will be utilized by the teacher and the students. Performing this activity will improve the spelling and vocabulary skills of the entire class. Case-based instruction will be utilized and concentrate on instruction that is: learner-centered, collaborative and cooperative between group participants, and the articles will discuss specific situations and real-world examples.
Context of the Lesson: This spelling lesson is a component of the Unit lesson in a 8th grade English class. This lesson will utilize case-based instruction to help the students identify vocabulary in a different medium than they usual see it in (i.e. textbook or vocabulary book). The vocabulary developed through out this lesson and its activities will be utilized in a vocabulary quiz at the end of the week, as well as in the Summative Unit Test.
Standards: I. Information Access, Evaluation, Processing, and Application A. Access, evaluate, process, and apply information efficiently and effectively. II. Communication A. Use technology effectively and appropriately to interact electronically. B. Use technology to communicate information in a variety of formats.
Learning Objectives: Students will understand how to utilize technology (web-based learning) in an effort to improve their vocabulary and spelling
Materials:
Copies of the following articles from the May 02, 2011 edition of The New Yorker. The breakdown of the articles are as follows:
Two pieces of short fiction, Report Card, Anyone? Anyone? and Gravel
Two news articles, A Dirty Business and Show Runners
Ttwo movie reviews, Bad Teacher and Cars 2.
Computer Lab
Class Facebook Group
English journals
Warm-Up: Students will respond to the following prompt in their journals, “Why is understanding vocabulary important outside of school classes? Please explain your reasons and provide some examples to support your reasoning. ”
Activities/Schedule:
After the students have arrived in the school computer lab and finished their warm-up they will assemble into their 6 groups (three students in each group) and review their articles.
Students will then come up with six foreign vocabulary words (two per students) and take turns posting the words on the facebook page.
After the students have posted their words, they will take turns defining (which includes utilizing the word in a sentence) 2 words from students out side their group.
The teacher will walk around the room and be available for student questions.
A formative assessment will be given daily and a summative assessment will be given at the end of the unit.
A homework assignment will be given for reinforcement of today's’ lesson.
Assessment: Formative Assessment: The teacher will evaluate the students work while monitoring the class as well as the Facebook group page. After the students have created their words and identified their definitions the students will work with the teacher to evaluate the words that the students have identified. Summative Assessment: Students will be tested on this vocabulary at the end of the week as well as at the end of the unit. Students will have a vocabulary test to review the words that were learned in this lesson. Students will be assessed on 20 words out of the 36 that were generated during the spelling lesson plan. Students will again see these vocabulary on the Unit Exam.
Assignment: Using five words from the class’ facebook group’s vocabulary list, students will either construct their own movie review; short piece of fiction; or news article.
Group 3 Ceviche
Lesson Plan TPACK Project
Group members:Persia Swift, Pablo Riquelme, James Bennett Technology: Wiki/Blog Pedagogy: Discovery Learning Content: Geometry, 8th Grade
Goals and Objectives: Goal: Students practice using lines and angles in a number of formats to gain fluency with the tools and vocabulary of basic geometry. Objective 1: Students will use instructions in geometric terms to find an objective. Objective 2: Students will demonstrate their ability to use a class blog to find and update instructions.
Materials/Resources: - Computers with internet connection - A class blog with necessary widgets (password access to subtopics) - Protractors, paper, pencils, measuring tape - Students will need some freedom to move about areas of the school
Accommodations: - One student with IEP (mild autism) must be given individual instruction on tasks and is allowed to finish at home what she cannot complete in class. - One ELL (Spanish) and has been provided a vocabulary key in Spanish by the ELL instructor at the request of the geometry teacher in anticipation of the lesson.
Warm-up: Students review some basic vocabulary and tools for geometry as a class, including: parallel, perpendicular, right angle, compass, protractor.
Activities: Students will carry out a treasure hunt activity, using directions from a class blog in teams. This will require significant preparation by the teacher before class. The teacher will need to set up a blog with password blocked content. Students will be given initial instructions (written on the blog) that will direct them to use their tools to find a hidden paper with a word and a number. The word will constitute a part of the passphrase that they will complete. The number will be the password to the next instruction that they need to follow on the blog. An example of initial instruction: “Perpendicular to the edge of the white board face the door, move forward ten feet. Your objective is two and a half feet above the ground.” The student following the directions would find their goal on the underside of the table. An example finding would read “Find 893”. The student would write down the word and revisit the blog, using the number to unlock the next instruction. This activity may be made to variable difficulty by changing the length of the passphrase (number of instructions) or the complexity of the directions. The teacher may also vary the size/number of the teams, and decide on the number of instructions. The words used may be repeated in different orders for team’s passphrases so that the teacher does not have to create too many different instructions (e.g. Tom Eats The Giant Octopus, The Giant Octopus Eats Tom)
Assessment: Formative Assessment: The teacher observe the students while they complete their task, and may supply limited help as necessary if the students show a lack of skills needed (although as a team they should be able to resolve any difficulties they are having). Formal Assessment: Upon completing the activity students should have completed a passphrase. If they have the correct and complete passphrase then they have completed the activity correctly and demonstrated an ability to navigate using lines and angles.
Group 4: Koi Fish Group members: Sydney Stinson, Robert McCann, and Jenna Greeley The Battle of Antietam US History 10th Grade
Standard 5.0 History Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
Topic C. Conflict between Ideas and Institutions
Indicator: 5. Analyze factors affecting the outcome of the Civil War
Objectives:
Analyze government policies regarding slavery, such as the three-fifths clause, the Missouri Compromise (1820) and the Compromise of 1850
Identify the goals, resources and strategies of the North and the South
Describe the political impact of Lincoln's decisions regarding the deployment of black regiments
Warm-Up: Students will be split in half into two groups: The Union and The Confederacy Half of the students will describe in their journal the morale of the Union soldiers Half of the students will describe in their journal the moral of the Confederate soldiers
Activities: - Discuss warm up (students will share their ideas) - Instructor will give brief lecture on Lincoln the consequences of the Emancipation Proclamation - Instructor facilitates the construction of a mind map on President Lincoln’s position after the introduction of the Emancipation Proclamation)
Students will offer ideas and suggestions for the mind map
Instructor will guide student discussion
- Instructor will introduce a modern example (September 11) - Students will be broken up into small groups and assigned a role (Politician, Commander in Chief, International figure, and figure head of the government) - In groups, students will make their own mind map as if they were President Lincoln and come up with plans of action as he had to do in response to the Emancipation Proclamation. Each group will be assigned a different role.
Assessment: - As a formative assessment, the teacher will walk around to groups and provide help and instruction. - Each group will come up and present their information and create their portion of the class mind map. - This type of activity involves “problem based learning” utilizing the students’ ability to apply historical concepts to modern situations.
Assignment: - Students will get a copy of the class mind map and are asked to formulate a newspaper article in response to the Emancipation Proclamation - Rubric (What you are expected to include)
TPACK Game Project Directions
Each learning team will choose three random cards – one with a pedagogy (teaching method), one with a content area, and one with a technology. Students will work in their learning teams to brainstorm a lesson plan that effectively incorporates all three elements. When writing the lesson plan, either use the standardized JPTAAR Format or a narrative noting subject, grade level, curriculum standards and objectives, materials (including the technology needed), procedures and assessment strategies. Completed work will be posted and shared via the class wiki.
In addition to the lesson plan (worth 16 points), students will read the other teams’ lesson plans on the wiki and reflect on what level of technology integration they feel the lesson exemplifies AND write about how the lesson could be revised/modified to raise the level in a brief reflection paragraph via the comment section on the wiki (worth 4 points).
Assessment rubric
Resources:
JPTAAR Template (.doc)
5 E lesson planning
Lesson planning basics (1)
Lesson planning basics (2)
TPACK Model - what is tpack?
TPACK Video - tpack and how it works as explained by the original researchers
TPACK Game article - the basis of this project
Group 1 Rockfish (Molly Schaefer, Ashley Brown, Brian Eney)
Lesson Plan
Taught by the Rockfish Group (Molly Schaefer, Brian Eney and Ashley Brown)
Museum-based learning occurs in an information-rich environment and involves object-based and hands-on learning.
Topic: DNA-- the parts of it and what they do
State Goal and Objectives: The students will investigate how traits are inherited and passed on from one generation to another (state standard)
Lesson Objectives: Students will recognize the parts of DNA and understand their purposes.
Materials: models (gumdrops, toothpicks)
computers with MS paint (or equivalent) software
textbooks
projector and internet connection
Warm-up: Previously, students completed the “know” and “wonder” sections of a KWL chart. Then, they made a trip to Maryland Science Center where they listened to an interactive lecture on DNA. As a warm-up, students should complete the “learn” section and share their responses.
Activities:
* The students watch a short video clip:
__http://www.youtube.com/watch?v=l-hrLs03KjY&feature=related__ by Dr. Nguyen Thanh
Cong working at the Agricultural Genetics Institute in Hanoi, VIETNAM
This video will reinforce the knowledge they gained on their trip to the Maryland Science Center.
* The teacher should ask, “what new information did you learn? How was the video
different than what you learned at the science center yesterday?”
* Transition: “Now that we’ve seen several other people’s interpretations of DNA, we are
now going to make our own models of DNA”
* The students will work in teams of three to construct three-dimensional models of a
strand of DNA using the gumdrops and toothpicks based upon what they remember.
* The different teams will examine each other’s models.
* Students will use MS Paint (or an equivalent software program) to draw the DNA
models they have just created. Students will label each part of the DNA structure and
explain its purpose in relation to the others. Students may refer to their textbooks and other materials.
Assessment:
Drawing and explaining the roles of the parts of DNA is the formative assessment that the teacher will use to assess the students’ knowledge and understanding of the parts of a strand of DNA. If the teacher finds more foundational knowledge is required, he/she will provide it, otherwise, the class will continue on to the next lesson.
This lesson will be assessed on the summative assessment. The students will be provided with a drawing of the DNA model and they will be asked to label the parts and their functions.
Assignment: Using their KWL charts and other resources, students should write and revise a formal paragraph about what they have learned about DNA. The paragraph should include the parts of the DNA structure and their functions. This will be due the following class period.
Student and Teacher Resources: __http://www.youtube.com/watch?v=l-hrLs03KjY&feature=related__
__http://www.albanyinstitute.org/mli/objectlearning.htm__
__http://www.mdsci.org/exhibits/body-link.html__
Group 2 Clown Fish
Group: Clown Fish – Nicole Carlson, Jessica Maurer, Michael Dennison
Lesson Plan Date: July 20, 2011
Subject: English- Vocabulary/Spelling Grade Level: 8th Grade
Rationale for Lesson:
This lesson will provide students with critical thinking skills. Students will be forced to look beyond the reading and examine words they are unfamiliar with in an effort to explain the words to their classmates. A web-based discussion group (class facebook group) will be utilized by the teacher and the students. Performing this activity will improve the spelling and vocabulary skills of the entire class. Case-based instruction will be utilized and concentrate on instruction that is: learner-centered, collaborative and cooperative between group participants, and the articles will discuss specific situations and real-world examples.
Context of the Lesson:
This spelling lesson is a component of the Unit lesson in a 8th grade English class. This lesson will utilize case-based instruction to help the students identify vocabulary in a different medium than they usual see it in (i.e. textbook or vocabulary book). The vocabulary developed through out this lesson and its activities will be utilized in a vocabulary quiz at the end of the week, as well as in the Summative Unit Test.
Standards:
I. Information Access, Evaluation, Processing, and Application
A. Access, evaluate, process, and apply information
efficiently and effectively.
II. Communication
A. Use technology effectively and appropriately to interact electronically.
B. Use technology to communicate information in a variety of formats.
Learning Objectives:
Students will understand how to utilize technology (web-based learning) in an effort to improve their vocabulary and spelling
Materials:
Warm-Up:
Students will respond to the following prompt in their journals, “Why is understanding vocabulary important outside of school classes? Please explain your reasons and provide some examples to support your reasoning. ”
Activities/Schedule:
Assessment:
Formative Assessment:
The teacher will evaluate the students work while monitoring the class as well as the Facebook group page. After the students have created their words and identified their definitions the students will work with the teacher to evaluate the words that the students have identified.
Summative Assessment:
Students will be tested on this vocabulary at the end of the week as well as at the end of the unit. Students will have a vocabulary test to review the words that were learned in this lesson. Students will be assessed on 20 words out of the 36 that were generated during the spelling lesson plan. Students will again see these vocabulary on the Unit Exam.
Assignment:
Using five words from the class’ facebook group’s vocabulary list, students will either construct their own movie review; short piece of fiction; or news article.
Group 3 Ceviche
Lesson Plan TPACK Project
Group members: Persia Swift, Pablo Riquelme, James Bennett
Technology: Wiki/Blog
Pedagogy: Discovery Learning
Content: Geometry, 8th Grade
Goals and Objectives:
Goal: Students practice using lines and angles in a number of formats to gain fluency with the tools and vocabulary of basic geometry.
Objective 1: Students will use instructions in geometric terms to find an objective.
Objective 2: Students will demonstrate their ability to use a class blog to find and update instructions.
Materials/Resources:
- Computers with internet connection
- A class blog with necessary widgets (password access to subtopics)
- Protractors, paper, pencils, measuring tape
- Students will need some freedom to move about areas of the school
Accommodations:
- One student with IEP (mild autism) must be given individual instruction on tasks and is allowed to finish at home what she cannot complete in class.
- One ELL (Spanish) and has been provided a vocabulary key in Spanish by the ELL instructor at the request of the geometry teacher in anticipation of the lesson.
Warm-up:
Students review some basic vocabulary and tools for geometry as a class, including: parallel, perpendicular, right angle, compass, protractor.
Activities:
Students will carry out a treasure hunt activity, using directions from a class blog in teams. This will require significant preparation by the teacher before class. The teacher will need to set up a blog with password blocked content. Students will be given initial instructions (written on the blog) that will direct them to use their tools to find a hidden paper with a word and a number. The word will constitute a part of the passphrase that they will complete. The number will be the password to the next instruction that they need to follow on the blog. An example of initial instruction: “Perpendicular to the edge of the white board face the door, move forward ten feet. Your objective is two and a half feet above the ground.” The student following the directions would find their goal on the underside of the table. An example finding would read “Find 893”. The student would write down the word and revisit the blog, using the number to unlock the next instruction.
This activity may be made to variable difficulty by changing the length of the passphrase (number of instructions) or the complexity of the directions. The teacher may also vary the size/number of the teams, and decide on the number of instructions. The words used may be repeated in different orders for team’s passphrases so that the teacher does not have to create too many different instructions (e.g. Tom Eats The Giant Octopus, The Giant Octopus Eats Tom)
Assessment:
Formative Assessment: The teacher observe the students while they complete their task, and may supply limited help as necessary if the students show a lack of skills needed (although as a team they should be able to resolve any difficulties they are having).
Formal Assessment: Upon completing the activity students should have completed a passphrase. If they have the correct and complete passphrase then they have completed the activity correctly and demonstrated an ability to navigate using lines and angles.
Group 4: Koi Fish
Group members: Sydney Stinson, Robert McCann, and Jenna Greeley
The Battle of Antietam
US History
10th Grade
Standard 5.0 History
Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
Topic
C. Conflict between Ideas and Institutions
Indicator:
5. Analyze factors affecting the outcome of the Civil War
Objectives:
- Analyze government policies regarding slavery, such as the three-fifths clause, the Missouri Compromise (1820) and the Compromise of 1850
- Identify the goals, resources and strategies of the North and the South
- Describe the political impact of Lincoln's decisions regarding the deployment of black regiments
Materials:- Smart Board
- Student journals
- Inspiration (Mind Mapping software)
Warm-Up:
Students will be split in half into two groups: The Union and The Confederacy
Half of the students will describe in their journal the morale of the Union soldiers
Half of the students will describe in their journal the moral of the Confederate soldiers
Activities:
- Discuss warm up (students will share their ideas)
- Instructor will give brief lecture on Lincoln the consequences of the Emancipation Proclamation
- Instructor facilitates the construction of a mind map on President Lincoln’s position after the introduction of the Emancipation Proclamation)
- Students will offer ideas and suggestions for the mind map
- Instructor will guide student discussion
- Instructor will introduce a modern example (September 11)- Students will be broken up into small groups and assigned a role (Politician, Commander in Chief, International figure, and figure head of the government)
- In groups, students will make their own mind map as if they were President Lincoln and come up with plans of action as he had to do in response to the Emancipation Proclamation. Each group will be assigned a different role.
Assessment:
- As a formative assessment, the teacher will walk around to groups and provide help and instruction.
- Each group will come up and present their information and create their portion of the class mind map.
- This type of activity involves “problem based learning” utilizing the students’ ability to apply historical concepts to modern situations.
Assignment:
- Students will get a copy of the class mind map and are asked to formulate a newspaper article in response to the Emancipation Proclamation
- Rubric (What you are expected to include)
First Mind Map
- Lincoln (middle)
- Politician
- subgroup
- Commander in Chief- subgroup
- International Figure- subgroup
- Figure head of the government